Teacher Name Christa Kovanis Day 1 Lesson Plan /Title: Different Types of Maps
Teacher Name Staci Schaffer Day 2 Lesson Plan /Title: How to Use A Map Teacher Name Cooper Tisch Day 3 Lesson Plan /Title: (to be added)
Teacher Name Beth Ginsburg Day 4 Lesson Plan /Title: The Origins of Our Country and How Maps Can Help Us Discover Them
Teacher Name Nicole Eaglestons Day 5 Lesson Plan /Title: Cardinal Directions, Latitude, and Longitude
CATEGORY
Exemplary
Proficient
Developing
Unacceptable
Heading (1) Day 1: _ Day 2: _ Day 3: _ Day 4: _ Day 5: ___
Heading includes: all group member names, word processed by, unit title, grade level, lesson plan title and day of the week.
(1 pt.)
One or more important pieces of the heading are not present. Lesson continuity not evident. (0 pt.)
Learning Objectives (4) Day 1: _ Day 2: _ Day 3: _ Day 4: _ Day 5: ___
Learning objectives are clearly stated in the following manner: The student will…
A minimum of four learning objectives are present.
Learning objectives are all accomplished through related student activities and procedures.
(4 pts.)
Three learning objectives are present. Learning objectives are all accomplished through related student activities and procedures. (3 pts.)
Less than three learning objectives are present. One or more of the learning objectives were not met through related student activities and procedures. (2 pt.)
No learning objectives were present. No learning objectives were met through student activities and procedures. (0 pt.)
NCSS Theme(s)/NG Sunshine State Standards (5) Day 1: _ Day 2: _ Day 3: _ Day 4: _ Day 5: ___
NCSS theme(s) appropriate for the content of the unit plan are listed on each daily lesson plan.
A minimum of four NGSSS are listed, numbers and verbiage.
All SSS can easily be correlated to the objectives, student activities and procedures sections of the unit plan.
At least one of the four NGSSS, is from another subject area.
Cross curricular standards/integration is evident in every lesson plan. (5 pts.)
NCSS Theme is missing. Three NGSSS are listed. Most of the NGSSS correlate to the objectives, activities and procedures section of the unit plan. Cross curricular standards/integration is evident. (4 pts.)
NCSS theme is missing. Less than three NGSSS are listed. Some but not all NGSSS correlate to the objectives, activities and procedures section of the unit plan. Some integration and cross curricular standards are evident. (3 pt.)
NCSS theme is missing. No NGSSS listed. NGSSS do not correlate to objectives, activities and procedures sections of the unit plan. Integration is not evident. (0 pt.)
Assessment (5) Day 1: _ Day 2: _ Day 3: _ Day 4: _ Day 5: ___
Pre/Post unit (formal) assessment is evident in each daily lesson plan.
Alternative forms of assessment are used in an on-going manner to gauge student learning.
(5 pts.)
Pre/Post assessment is evident but vague. Both formal or alternative forms of on-going assessment are used to gauge student learning. (4 pts.)
Assessment of student learning is minimal, vague or not always specified. At times, assessment does not align with instruction. (3 pts.)
Assessment of student learning is not evident. (0 pt.)
Student Activities and Procedures /Exceptionalities (10) Day 1: _ Day 2: _ Day 3: _ Day 4: _ Day 5: ___
Design for Instruction Plan- submitted on time and identified key elements of unit plan per day and the key person responsible for each lesson plan
Student activities and teacher procedures are numbered in an organized clear fashion
An awareness of possible contextual factors (learning differences/learning environment/learning styles) is evident in plan.
Continuity from lesson to lesson is evident which suggests that team members worked cooperatively to the best benefit of their students.
Activities/Procedures are specific and detailed. Anticipatory sets and review are used daily. Questions needing to be asked are included.
A minimum of one best practice strategy per daily lesson plan is evident (specifically, one idea presented in the Social Studies text/class was used).
Accommodations for a diverse classroom population (ESOL,ESE) are clear, well thought out and labeled throughout lesson plan(s).
Multiple uses of technology throughout the unit is evident, including the use of the IWB. Unit plans are uploaded to the WIKI site for future use and presentation purposes.
(10 pts.)
Design for Instruction Plan- submitted on time but missing key elements Student activities and teacher procedures are numbered in an organized clear fashion. Continuity from lesson to lesson is evident. An awareness of possible contextual factors (learning differences/learning environment/learning styles) is somewhat evident in plan. Activities/Procedures are specific and detailed. Questions needing to be asked are included. A minimum of one best practice strategy per daily lesson plan is evident (specifically, one idea presented in the Social Studies text/class was used). Activities are appropriate but not considered exemplary. Accommodations for a diverse classroom population (ESOL, ESE) are evident but not labeled and somewhat vague. Lower level technology is evident during unit plan. (7 pts.)
Student activities and teacher procedures are not numbered and appear somewhat disorganized (lack specificity). Activities/Procedures are not always detailed. Questions needing to be asked are sometimes included. Best practice strategies are evident but not consistent throughout plan. Some ESOL/ESE accommodations are evident but not labeled. These may be unclear and/or not well-thought out to meet the needs of these students. The use of technology is limited. (4 pts.)
Design for Instruction Plan- not submitted Student activities and procedures were not numbered nor in a logical sequence. Procedures were not detailed, questions were not included and best practice activities were not present. Accommodations for the (ESOL/ESE) diverse population in the classroom are not evident. No technology was used. (0 pt.)
Resources/Materials (5) Day 1: _ Day 2: _ Day 3: _ Day 4: _ Day 5: ___
All resources/materials were listed including title, author/illustrator ; website address, craft needs, etc. (bibliographical info. provided).
WIKI space pages house all necessary information. (5 pt.)
Most resources were listed including title, author/illustrator ; website address, etc. (bibliographical info. provided) WIKI space lacks necessary information. (4 pt.)
Some resources/ materials were listed. WIKI space is deemed inadequate. (2 pt.)
No resources/ materials were listed. WIKI space was created but no unit plan components were uploaded. (0 pt.)
In Class Unit Plan Presentation (20) (This is an individual grade for each member of the group.) Student Name:
Student presenter is dressed professionally.
An overview of the lesson as it relates to the entire unit plan, including concise information regarding the subject matter content, was presented in an engaging (well-spoken/enthusiastic), interactive manner.
Hard copy samples and important topics to be covered were shared. Presenter enhanced the audience members’ knowledge of this subject matter.
The WIKI site was used in a proficient manner. It is evident that the student practiced and prepared for his/her portion of the presentation. (20pts.)
Student presenter is dressed somewhat professionally. Communication skills were adequate but not deemed excellent. Presenter did not specifically enhance the audience members’ knowledge of this subject matter. Use of the WIKI site for presentation purposes needs improvement. Lack of preparation was evident during presentation. (15 pts.)
Student presenter is not dressed professionally. The lesson overview lacked some of the content needing to be deemed proficient (speaking ability, engagement, lack of content, etc.) Hard copy samples and important topics to be covered were limited. The WIKI site was used ineffectively. (10 pts.)
An in class presentation was not completed by the group member. (0 pt.)
Teacher Name Christa Kovanis Day 1 Lesson Plan /Title: Different Types of Maps
Teacher Name Staci Schaffer Day 2 Lesson Plan /Title: How to Use A Map
Teacher Name Cooper Tisch Day 3 Lesson Plan /Title: (to be added)
Teacher Name Beth Ginsburg Day 4 Lesson Plan /Title: The Origins of Our Country and How Maps Can Help Us Discover Them
Teacher Name Nicole Eaglestons Day 5 Lesson Plan /Title: Cardinal Directions, Latitude, and Longitude
Day 1: _
Day 2: _
Day 3: _
Day 4: _
Day 5: ___
- Heading includes: all group member names, word processed by, unit title, grade level, lesson plan title and day of the week.
(1 pt.)Lesson continuity not evident.
(0 pt.)
Day 1: _
Day 2: _
Day 3: _
Day 4: _
Day 5: ___
- Learning objectives are clearly stated in the following manner: The student will…
- A minimum of four learning objectives are present.
- Learning objectives are all accomplished through related student activities and procedures.
(4 pts.)Learning objectives are all accomplished through related student activities and procedures.
(3 pts.)
One or more of the learning objectives were not met through related student activities and procedures.
(2 pt.)
(0 pt.)
Day 1: _
Day 2: _
Day 3: _
Day 4: _
Day 5: ___
Three NGSSS are listed.
Most of the NGSSS correlate to the objectives, activities and procedures section of the unit plan.
Cross curricular standards/integration is evident.
(4 pts.)
Less than three NGSSS are listed.
Some but not all NGSSS correlate to the objectives, activities and procedures section of the unit plan.
Some integration and cross curricular standards are evident.
(3 pt.)
No NGSSS listed.
NGSSS do not correlate to objectives, activities and procedures sections of the unit plan.
Integration is not evident.
(0 pt.)
Day 1: _
Day 2: _
Day 3: _
Day 4: _
Day 5: ___
- Pre/Post unit (formal) assessment is evident in each daily lesson plan.
- Alternative forms of assessment are used in an on-going manner to gauge student learning.
(5 pts.)Both formal or alternative forms of on-going assessment are used to gauge student learning. (4 pts.)
At times, assessment does not align with instruction.
(3 pts.)
(0 pt.)
Day 1: _
Day 2: _
Day 3: _
Day 4: _
Day 5: ___
- Design for Instruction Plan- submitted on time and identified key elements of unit plan per day and the key person responsible for each lesson plan
- Student activities and teacher procedures are numbered in an organized clear fashion
- An awareness of possible contextual factors (learning differences/learning environment/learning styles) is evident in plan.
- Continuity from lesson to lesson is evident which suggests that team members worked cooperatively to the best benefit of their students.
- Activities/Procedures are specific and detailed. Anticipatory sets and review are used daily. Questions needing to be asked are included.
- A minimum of one best practice strategy per daily lesson plan is evident (specifically, one idea presented in the Social Studies text/class was used).
- Accommodations for a diverse classroom population (ESOL,ESE) are clear, well thought out and labeled throughout lesson plan(s).
- Multiple uses of technology throughout the unit is evident, including the use of the IWB. Unit plans are uploaded to the WIKI site for future use and presentation purposes.
(10 pts.)Student activities and teacher procedures are numbered in an organized clear fashion.
Continuity from lesson to lesson is evident.
An awareness of possible contextual factors (learning differences/learning environment/learning styles) is somewhat evident in plan.
Activities/Procedures are specific and detailed. Questions needing to be asked are included.
A minimum of one best practice strategy per daily lesson plan is evident (specifically, one idea presented in the Social Studies text/class was used).
Activities are appropriate but not considered exemplary.
Accommodations for a diverse classroom population (ESOL, ESE) are evident but not labeled and somewhat vague.
Lower level technology is evident during unit plan. (7 pts.)
Activities/Procedures are not always detailed. Questions needing to be asked are sometimes included.
Best practice strategies are evident but not consistent throughout plan.
Some ESOL/ESE accommodations are evident but not labeled. These may be unclear and/or not well-thought out to meet the needs of these students.
The use of technology is limited. (4 pts.)
Student activities and procedures were not numbered nor in a logical sequence.
Procedures were not detailed, questions were not included and best practice activities were not present.
Accommodations for the (ESOL/ESE) diverse population in the classroom are not evident.
No technology was used.
(0 pt.)
Day 1: _
Day 2: _
Day 3: _
Day 4: _
Day 5: ___
WIKI space lacks necessary information.
(4 pt.)
materials were listed.
WIKI space is deemed inadequate.
(2 pt.)
materials were listed.
WIKI space was created but no unit plan components were uploaded.
(0 pt.)
(This is an individual grade for each member of the group.)
Student Name:
Communication skills were adequate but not deemed excellent.
Presenter did not specifically enhance the audience members’ knowledge of this subject matter.
Use of the WIKI site for presentation purposes needs improvement.
Lack of preparation was evident during presentation.
(15 pts.)
The lesson overview lacked some of the content needing to be deemed proficient (speaking ability, engagement, lack of content, etc.)
Hard copy samples and important topics to be covered were limited.
The WIKI site was used ineffectively.
(10 pts.)